PS221 Adolescent Psychology

for S2T 2010

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Please note, the first printing had some errors, the version printed in July does not have the errors. It depends on where you buy the book; for example, Amazon has pulled all the flawed books.

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I believe the ideal classroom is one where students add their own ideas to discussions, debate and challenge their fellow students, and actively think through the concepts being discussed. I learn so much from my students and I know they learn a lot from each other as well.

Demonstrate high quality written and/or oral communication skills through interaction with other students and the instructor utilizing the terms and concepts of adolescent psychology. (Program Competency 4 & 7)

Explain why the study and understanding of adolescent development has value for one's personal use. (Program Competency 8)

This assignment will give you the opportunity to research, analyze, and evaluate a program that has been designed to either prevent adolescent problems or enhance adolescent development. You will apply the theories and concepts you have learned throughout the term to this evaluation. You will use various sources of information including empirical articles, and the Internet. The paper will be formatted in APA style, double-spaced and 6-9 pages in length (1- inch margins, 12-point font) excluding title page, references, and appendices. The questions posed below are suggestions and should be used as a guide to your writing – substitutions and additions are welcome.

The paper should include the following sections:

I. Introduction to the paper

II. Describe the program you have chose for analysis in detail – include:

The context of delivery,

The population that it services (specific attention to cultural relevance),

The type of funding the program receives,

The goals of the program, etc.

III. Background on why this program is important for adolescent development.

What theories apply to this topic?

What concepts apply to this topic?

What developmental tasks does this program address?

What are the cultural implications of this issue?

How does this program help adolescents develop in healthy ways?

IV. Empirical research on this program and similar programs

What studies have been done on this program if any?

What studies have been done on similar programs?

What studies say about how this type of program should be set up, etc.?

V. Your own evaluation of this program

What are the strengths of this program?

What are the weaknesses of this program?

How would you change this program to better service the needs of adolescents?

1.Discussion Questions: Each weekly Discussion will begin on Monday and end on Sunday. Each student will be expected to select 2 questions from a series of discussion questions posted each week (one for each chapter). These questions will be about materials in Santrock (2008) and will be designed to assess your attention to the textbook materials. Make sure your posting is based on the readings or supported by psychological research from a documented website or another source. If a resource other than the textbook is used, it must be cited within the text and a complete reference must be added to the end of the posting using APA style formatting.

2.Peer Responses: Each weekly Discussion will begin on Monday and end on Sunday. You will be required to respond to TWO of your fellow student’s Discussion Postings. These responses need to be logical and based on information gleaned from the discussions. Each student can also clarify or extend the chosen discussion.

PEER POSTING GRADING RUBRIC

Responded to 2 peers by Sunday midnight

2 points

Spelling and grammar

1 point

Quality of the responses were:

Up to 2 points

weak (i.e., I agree) or did not further the discussion

1 point

strong; added to the discussion

2 point

Total possible peer response points for the week

5 points

3.Homework Assignments: Each week you will be required to complete homework assignments. Details of these assignments will be given under the week they are due.

4.Self-Check and Self-Focus: There will be several chances to focus more closely on aspects of the topics we will be discussing.

5.Bi-Weekly Quizzes: Three weeks during the term you will be required to complete an online quiz.

6.Program Analysis: This is the same as the Core Assessment talked about in detail above.

7.Final Essay Exam: Each student is allowed to use their textbook while completing the test. Each answer will need to be typed and double-spaced (if your proctor site has access to computers). Each answer should include an introduction, an analysis, and a conclusion. The break down for grading each essay will be as follows:

You will be able to track your grade throughout the term. Points will be assigned as follows:

Weekly Discussion Postings

80 Points

Weekly Peer Response Postings

40 Points

Weekly Homework Assignments

195 Points

Interview

35 Points

Self-Check/Focus

50 Points

Quizzes

200 Points

Program Analysis (Core Assessment- Week 7)

200 Points

Final Essay Exam (Week 8)

200 Points

TOTAL

1000 Points

Final course grades will be determined as follows:

A

90-100%

900 points and higher

B

80-89%

800 – 899 points

C

70-79%

700 – 799 points

D

60-69%

600 – 699 points

F

59% and below

599 points and lower

Late Submission of Course Materials:

Each week's work must be completed by the end of the week (Sunday at midnight Central Time). No credit will be received for work turned in after the week it was due, unless you have contacted me before the due date and explained any special circumstances. I will then decide whether the "special" circumstances are sufficient for late work. Late work is to be the exception and not a persistent pattern. There is no extra credit in this class, so it is important to complete the work during the time frame expected.

Classroom Rules of Conduct:

Course Structure

A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the term and ends midnight the last Sunday of the term. Assignments scheduled for completion during a class week should be completed by Sunday of the week assigned. It is important to understand that this is not a course where assignments can be posted at any time during the 8-week term and there is a deadline each week for that week's assignments. Assignments posted after the weekly deadline will not receive credit.

Computer Issues

Students should have current anti-virus software and should update their software weekly as a protection to themselves as well as others who are participating in this class. This is everyone's responsibility.

It is required that you use the Pirate Mail e-mail addresses that are available to all Park University students. All information - problems with assignments, concerns, etc. - pertaining to the class will be sent to you through Pirate Mail. When sending an e-mail, you must identify yourself by: PS 221, Purpose of the e-mail, & your Full Name. I will check my e-mail frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable.

Online Etiquette/Courtesy Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism. It is important no to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness, which does not promote learning. Here are online references that discuss online writing: http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html. If you have questions about any of these policies, please contact your instructor

Course Topic/Dates/Assignments:

WEEK

CHAPTER

TOPIC

1

1

Introduction

2

2

Puberty, Health and Biology

3

3 & 4

Brain and Cognitive Development & The Self, Identity and Personality

4

6 & 7

Sexuality & Moral Development

5

8 & 9

Families & Peers

6

10 & 11

Schools & Work

7

13

Problems and Emerging Adulthood

8

5 & 12

Gender & Culture

Week 1

¨Introduction Posting

Introduce yourself to the class

¨Discussion Posting (2 total)

¨Two Chapter 1 postings

¨Peer Response Posting (2 total)

¨Two Chapter 1 postings

¨Homework (3)

¨Taking it to the Web- human subjects

¨Research Design

¨Finding Scholarly Article

¨Self-Check

Adolescent “Quiz” (psycbytes)

Week 2

¨Discussion Posting (2 total)

¨Two Chapter 2 postings

¨Peer Response Posting (2 total)

¨Two Chapter 2 posting

¨Homework (3)

¨Taking it to the Web - sleep

¨Critical Thinking – Heredity & Environment

¨Risk Taking Behavior

¨Special Focus

Alcohol effect on the Brain

¨Topic for Paper Due

Send instructor topic for paper (due Week 7) via email

¨Quiz 1

Covers Chapters 1-2

Week 3

¨Discussion Posting (4 total)

¨Two Chapter 3 postings

¨Two Chapter 4 postings

¨Peer Response Posting (4 total)

¨Two Chapter 3 postings

¨Two Chapter 4 postings

¨Homework (3)

¨Taking it to the Web - IQ

¨Critical Thinking - Piaget

¨Identity in Adolescence

¨Self-Check

“Quiz” on Emotional Intelligence

Week 4

¨Discussion Posting (4 total)

¨Two Chapter 6 postings

¨Two Chapter 7 postings

¨Peer Response Posting (4 total)

¨Two Chapter 6 postings

¨Two Chapter 7 postings

¨Homework (3)

¨Taking it to the Web – abusive boyfriend

¨Kolhberg’s Dilemmas

¨Interview

¨Quiz 2

Covers Chapters 3, 4, 6 & 7

Week 5

¨Discussion Posting (4 total)

¨Two Chapter 8 postings

¨Two Chapter 9 postings

¨Peer Response Posting (4 total)

¨Two Chapter 8 posting

¨Two Chapter 9 postings

¨Homework (3)

¨Taking it to the Web - cliques

¨Critical Thinking – family research

¨Coping with Adolescents

¨Self-Check

Sibling Quotient

Week 6

¨Discussion Posting (4 total)

¨Two Chapter 10 postings

¨Two Chapter 11 postings

¨Peer Response Posting (4 total)

¨Two Chapter 10 postings

¨Two Chapter 11 postings

¨Homework (3)

¨Taking it to the Web - Ritalin

¨Critical Thinking – career choice

¨Self-Check

“Quiz” on Homosexuality

¨Quiz 3

Covers Chapters 8, 9 ,10 & 11

Week 7

¨Discussion Posting (2 total)

¨Two Chapter 13 postings

¨Peer Response Posting (2 total)

¨Two Chapter 13 postings

¨Homework (3)

¨Taking it to the Web – problems

¨Critical Thinking - genetic predisposition

¨Response to Stress

¨Program Analysis Paper Due

Core Assessment

Week 8

¨Discussion Posting (4 total)

¨Two Chapter 5 postings

¨Two Chapter 12 postings

¨Peer Response Posting (4 total)

¨Two Chapter 5 postings

¨Two Chapter 12 postings

¨Homework (1)

¨Taking it to the Web – gender differences

¨Final Exam

Covers Chapters 5, 12 & 13

Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2009-2010 Undergraduate Catalog Page 92

Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".

A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Rubric

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Terminology Outcomes

Accurately uses 5 or more adolescent psychology concepts

Accurately uses 4 adolescent psychology concepts

Accurately uses 1-3 adolescent psychology concepts

Uses no adolescent psychology terms accurately

Program description Outcomes

Describes program using 3 or more explicit statements.

Describes program using 2 explicit statements

Describes program using 1 explicit statement

Either does not describe program, or description is incoherent and NOT understandable

Application Outcomes

Correctly applies 3 or more relevant theories

Correctly applies 2 relevant theories

Correctly applies 1 relevant theory

Correctly applies 0 relevant theories

Analysis Outcomes

Cites 3 research articles and shows how the findings support the conclusions in the paper

Cites 2 research articles and shows how the findings support the conclusions in the paper

Cites 1 research articles and shows how the findings support the conclusions in the paper

Fails to provide any evidence from research articles

Evaluation Outcomes

Offers a critique of the program including more than 3 strengths and more than 3 weaknesses

Offers a critique of the program including 2 strengths and 2 weaknesses

Offers a critique of the program including 1 strength and 1 weakness

Offers NO reasonable critic of the program

Synthesis Outcomes

Integrates information from relevant sources to form a coherent evaluative statement about the program/topic; offering more than 2 suggestions for improvement to program

Integrates information from relevant sources to form a coherent evaluative statement about the program/topic; offering more 2 suggestions for improvement to program

Integration of information from relevant sources to form an evaluative statement about the program/topic is either not relevant or is incoherent

No evidence of integration of information OR no evidence of an evaluative statement about the program/topic

Technical Writing Outcomes

Student uses APA style throughout the paper with fewer than 3 errors

Student uses APA style throughout the paper with 4-6 errors

Student uses APA style but has 7 or more errors

Student fails to use APA style

Sources Outcomes

Cites more than 6 relevant sources; 3 of which are peer-reviewed, scholarly sources

Cites 5 or 6 relevant sources; 2 of which are peer-reviewed, scholarly sources

Cites 4 relevant sources; 1 of which is a peer-reviewed, scholarly sources

Cites fewer than 4 relevant sources

Composition Outcomes

Paper has fewer than 2 grammatical errors and is organized and readable.

Paper has 1 or 2 grammatical errors and is organized and readable

Paper 3 or more grammatical errors or is not organized and readable

Paper has 4 or more grammatical errors or shows little evidence of organization or readability

Component Outcomes

Paper length is 9 or more pages (title and reference pages are additional)

Paper length is 6-8 pages (title and reference pages are additional)

Paper length is 4-6 pages (title and reference pages are additional)

Paper length is less than 4 pages (title and reference pages are additional)

Other Literacies-Cultural Implications Outcomes

Integrates 2 or more relevant cultural implications

Integrates 1 relevant cultural implication

Mentions only irrelevant cultural implications

No mention of cultural implications

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